Studentų profesinės užsienio kalbos įgūdžių stiprinimas derinant tradicines kalbos mokymosi strategijas su informacinėmis ir ryšio technologijomis (IRT)
LTStraipsnyje nagrinėjama Utenos kolegijos technologinės ir inžinerinės krypties studentų profesinės užsienio kalbos mokymosi patirtis ir taikomos mokymosi strategijos. Autoriai analizuoja, kaip galima sustiprinti tradicinių mokymosi strategijų panaudojimą informacinėmis technologijomis bei kaip tarpdalykinė integracija gali prisidėti prie užsienio k. įgūdžių stiprinimo. Jų manymu, toks studentų patirties pažinimas leistų pasiūlyti studentams efektyvesnes, nuoseklesnes, lankstesnes, modernesnes ir įvairesnes priemones, įgalinančias nenutrūkstamą užsienio k. įgūdžių stiprinimą jaunajai kartai patraukliomis priemonėmis.
ENThe article deals with the issue of foreign language learning experience of the students in technological and engineering field and the foreign language learning strategies applied by them to achieve foreign language learning outcomes. The authors analyse how multidisciplinary integration can contribute to the strengthening of foreign language skills. The authors of the article focus on the effectiveness of technology tools and smart applications in learning a foreign language. The topic for the article has been inspired by their teaching experience which suggests that the new generation of students differs from the previous ones and the difference is the result of the technological breakthrough. To the authors’ point of view, it is very important to be aware of what kind of generation their students are, how they learn, what tools they use. It is very important to be also aware of the language learning strategies employed by students and other supportive foreign language issues occurring during studies of other study field subjects in order to suggest a broader choice of conventional strategies combined with up-to-date digital tools that could make the learning process more effective, flexible and consistent, which in its turn could facilitate to constant self-study during the whole life of learners. The article presents a theoretical overview of the foreign language learning strategies and their classification. Based on that classification, the authors of the article conducted a research – a questionnaire based survey and an interview. The research aimed at identifying what foreign language learning strategies are used by students and also what ICT tools are applied in their learning.The outcomes of the survey and the interview conducted by the authors indicate that students still use conventional foreign language learning strategies at a certain rate – creation of mental links and structuring in new vocabulary learning, employment of image and sound, etc. These strategies are combined with the application of various digital tools and virtual learning environments. The most attractive of them are the ones which create digital immediate gratification (DIG). The authors of the article give some recommendations based on the outcomes of the research. They suggest for the foreign language teachers and the teachers of the study field subjects work hand in hand to achieve the best possible results in professional language skills of students as they see the cooperation as very contributing; the authors also suggest to observe and understand what ICT tools students use and to employ them in the classroom by learning how to use themselves, by combining them wisely with conventional language learning strategies, by motivating students to form a habit of usage familiar and attractive tools and apps.
